Improving the Reading Comprehension of Middle School Students with Disabilities through Computer-Assisted Collaborative Strategic Reading
Ae-Hwa Kim, Sharon Vaughn, Janette K. Klingner, Althea L. Woodruff, Colleen Klein Reutebuch, Kamiar Kouzekanani
Remedial and Special Education Volume 27, Number 4, ISSN 0741-9325
This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/language arts teachers and their 34 students with disabilities participated. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessions twice per week over 10 to 12 weeks. The results revealed a statistically significant difference between intervention and comparison groups' reading comprehension ability as measured by a researcher-developed, proximal measure (i.e., finding main ideas and question generation) and a distal, standardized measure (i.e., "Woodcock Reading Mastery Test," Passage Comprehension). Effect sizes for all dependent measures favored the CACSR group. Furthermore, a majority of students expressed positive overall perspectives of the CACSR intervention and believed that their reading had improved.
Kim, A.H., Vaughn, S., Klingner, J.K., Woodruff, A.L., Reutebuch, C.K. & Kouzekanani, K. (2006). Improving the Reading Comprehension of Middle School Students with Disabilities through Computer-Assisted Collaborative Strategic Reading. Remedial and Special Education, 27(4), 235-249.